Karl gale &_sarah_annand
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This document discusses changes made to the continuous assessment of a physics thermodynamics and kinetic theory module. The changes included: 1. Increasing the percentage of the total module mark from continuous assessment assignments from 10% to 30% to 50% over three years. 2. Replacing homework sheets with 4 problem-based learning projects and 6 electronic assignments completed on the Mastering Physics platform. 3. Rearranging lectures into facilitation sessions and moving to a flat classroom setup to better support group work. The changes led to improved student engagement and understanding as demonstrated by higher assignment scores, attendance, and exam performance compared to previous years and other modules. Students also reported remembering content better and finding it easier
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Course outline
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This document provides information about an English module for students at Taylor's University. It outlines the module objectives, which include developing 5-paragraph essay writing skills, referencing skills, and analytical skills for reading texts. The module will also focus on listening skills, oral presentation skills, and interpreting non-linear text. The module will be delivered through lectures, tutorials, and self-study over 18 weeks for 5 credit hours. Assessment will include essays, referencing exercises, textual analyses, presentations, and exams.
Course outline
This document provides information about an English module offered at Taylor's University. The module aims to develop students' academic writing, reading, listening and speaking skills to prepare them for university-level studies. It will focus on 5-paragraph essay writing, referencing, and analyzing texts. The module will be delivered through lectures, tutorials and self-study over 18 weeks. Students will be assessed through essays, an oral presentation, an e-portfolio, and a final exam. Upon completing the module, students should be able to write essays, reference sources, analyze texts, listen to lectures, and give presentations.
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- 1. Can a Big Change in Continuous Assessment lead to a Big Change in Conceptual Understanding? Dr Lynn Moran, Presenters: Karl Gale & Sarah Annand Department of Physics
- 2. Changes in Continuous Assessment – Background / Aims – Assessment Changes – Logistical Changes Changes in Conceptual Understanding? – Results – Observations UoL L&T Conf 2010
- 3. Changes in Continuous Assessment UoL L&T Conf 2010
- 4. Background • 4th yr running PHYS124 (Thermodynamics & Kinetic Theory) • Always positive feedback on lectures • Students struggle to apply theory to homework assignments • End of module -> exam week ≈ 11 weeks • Exam results average • In exam students (correctly) recall/explain bits explained in a slightly ‘different way’ e.g. demonstrations UoL L&T Conf 2010
- 5. Aims • To engage the students with the material throughout the module. • To encourage ‘deep’ rather than ‘surface’ learning strategies. • To require the students to apply theory to problems throughout the module. UoL L&T Conf 2010
- 6. Continuous Assessment Year 2007/08 2008/09 2009/10 Method 3 homework sheets 4 PBL projects 4 PBL projects 6 electronic assignments 6 electronic assignments % of Total Module Mark 10% 30% 50% UoL L&T Conf 2010
- 7. Logistical Changes (1/2) Lecture theatre Flat room with moveable tables OLD SET UP NEW SET UP Accommodation Tiered lecture theatre Flat room with moveable tables No demonstrators PG demonstrators Whole group 3 sessions 3 sessions, group halved for 1 UoL L&T Conf 2010
- 8. Logistical Changes (2/2) Monday ‘facilitation’ sessions – Class divided in half for facilitation session Tuesday slots used for ‘techniques’ sessions Friday ‘presentation & peer-assessment’ sessions UoL L&T Conf 2010
- 9. Mastering Physics Pearson Education product Weekly assignments Immediate feedback UoL L&T Conf 2010
- 10. Introduction • Very important to ‘sell’ PBL to students • Introductory project to allow them to learn to overcome the difficulties of group work • To allow them to become familiar with the assessment methods UoL L&T Conf 2010
- 11. Project 1 You are interested in purchasing a new ‘green’ car. Which one should you buy in order to minimise the overall cost? UoL L&T Conf 2010
- 12. UoL L&T Conf 2010
- 13. UoL L&T Conf 2010
- 14. Changes in Conceptual Understanding? UoL L&T Conf 2010
- 15. Homework Sheets 1 2 3 Average mark 2007- 08 45 37 50 Median mark 2007- 08 45 30 45 Work Submitted (%) 2007-08 62 49 40 Continuous Assessment 2007/08 UoL L&T Conf 2010
- 16. PBL Projects Project 1 2 3 4 Average mark 2008- 09 69 73 73 76 Average mark 2009- 10 75 70 80 79 Median mark 2008-09 75 76 75 78 Median mark 2009-10 77 70 85 82 Work Submitted (%) 2008-09 100 94 91 89 Work Submitted (%) 2009-10 100 100 97 97 UoL L&T Conf 2010
- 17. Mastering Physics MP Assignment 1 2 3 4 5 6 Average mark 2008/09 65 78 77 80 71 71 Average mark 2009- 10 79 74 78 76 73 88 Median mark 2008- 09 66 83 84 88 80 80 Median mark 2009- 10 89 80 85 81 77 96 Work Submitted (%) 2008-09 91 87 82 68 74 77 Work Submitted (%) 2009-10 95 94 95 94 95 96 UoL L&T Conf 2010
- 18. Comparison with other modules In 2 other 7.5 credit year 1 modules in semester 2 Attendance PBL average 78% (2008/09) 90% (2009/10) 2 other modules average 53% MP Assignments Paper/Electronic: Number of Students 80% Ave Mark 73% Electronic Only: Number of Students 58% Ave Mark 42% PBL: Number of Students 87% Ave Mark 76% UoL L&T Conf 2010
- 19. 0 5 10 15 20 25 12.5 25 37.5 50 62.5 75 87.5 100 Class Test (Students v Marks) Marks Comparison with other modules UoL L&T Conf 2010
- 20. 2 Repeat Students • 2 mature students – repeating the year • 3rd attempt at examination UoL L&T Conf 2010
- 21. Examination Leave the exam in exactly the same format as the previous year or completely different? If the same: Would I be measuring influence of PBL? If completely different: Would any comparison be possible? 2 questions worth 50% each Changed 1 completely, 1 not at all! UoL L&T Conf 2010
- 22. Examination UoL L&T Conf 2010
- 23. Feedback from both years confirms Van Kampen et al (2004), ‘it was easier to revise as I remember what was covered in the module better from having to research the information and apply it.’ UoL L&T Conf 2010
- 24. Conclusions • Students engaged & took ownership of the problems • ‘Complained’ that they put in far more work in this module than any other • Better problem solving ability demonstrated UoL L&T Conf 2010
- 25. The Future • 2009/10 introduced The Year 1 Project in week 1 of semester 1 • 2010/11 Year 1 Project will increase from 2½ days to 1 week long • 7.5 credit module in semester 1 to become PBL based • 2011/12 hope that an advanced laboratory in year 2 will be based on enquiry based learning as a basis for final year projects. UoL L&T Conf 2010